For introduction, girls will write full name, family members they live with, possible goals for the group and then give a description of themselves.Girls would then compare and contrast characteristics between themselves and the other members in the group.

Week 2

Collage

Have each member create a collage with pictures from magazines that tell what each girl likes about herself and what she likes to do.The focus is on self-discovery and self-knowledge.Girls may focus on how their family, culture, or beliefs influence their interests.

Week 3

Job interview

Each girl will interview parent or an adult role model about his/her job.She will then share her information with the group.The focus will be to recognize job requirements of a certain profession. Discussion would follow about characteristics of the person in the job and what types of people could perform job.

Week 4

Matching game

The girls will play a matching game that matches values and jobs that they believe go together.In other works, they would put the value to a job that they think a person in that job would hold. The focus would be recognizing goals. Discussion would include how a person's family, cultural, and religious, values influence their values in work.

Week 5

Time line

The girls will create a time line starting at middle school and continuing to the end of their careers or life.This will help create a perspective of time for the girls.Again, girls will consider how their personal culture and other cultures may influence different timelines.

Week 6

Closure

Middle-aged women who are wanting a career change or at
least to explore their options.

Lea Mishlan

Week 1

Introductions, confidentiality, rules

Week 2

Occupations

Strategy- Discuss occupational history and any occupations
that they are considering.

Week 3

Abilities & Values

Strategy-Using
activities, (card sorts) decide what abilities they hold and what values are
important.

Week 4

Information Getting

Strategy-Illustrate what values were highlighted in previous week and what
occupations would be congruent with abilities and values.

Week 5

Compare Cost/Benefits

Strategy-Compare
what would be gained and what would be lost by quitting their jobs and
attaining their new occupations.

Week 6

Plan for future/ closure

Strategy-Either
plan what steps should then be taken or make the optimal choices.

**Multicultural Considerations: -Group would be culturally
diverse to add to the experience. This would bring up more issues and would
demonstrate a more reality-based environment these women would soon be
facing.-During Weeks 3 & 4 -we
would spend time assessing what values each individual selected and how that
represents their cultural standpoint.Then the group could discuss the differences and likenesses of that
person with others in the group.Also,
helpful would be too consider what it would be like in the work world with an
awareness (or lack) of multicultural issues. The goals of the group would be to
understand what changes they can make and what change would entail. This
involves understanding cultural differences as work environments vary and the
group will be able to understand and be aware of this.

CIP With Culturally
Diverse Female Students

Tammy Greene

Week 1

Introductions of each participant, discussion of
self-motivation as it relates to career searching, clarifying expectations of
group, and concluding with each group member identifying goals they would
like to accomplish within 4 week sessions.I would include a discussion of family and cultural expectations that
might influence their career decision.

Week 2

Focus on self-knowledge, discussion and worksheet on
"who am I and where did I come from?" to have a look at
ancestry.Completion of family tree
and Internet search to trace lineage.Form smaller groups and assign a specific culture (Asian,
African-American, Indian, etc.)to be
researched.Each group is to present
to the others on their assigned culture, focusing on family dynamics and
influences, gender biases, and other references that might influence career
choice. Interview assigned for homework of oldest living relative in regards
to the culture and religious background they grew up in.

Week 3

Begin by reviewing homework assignment and the experience
of learning about your relative and ancestry. Class discussion focusing on
the pressures of family/cultural influence vs. doing what you want to do.
Then follow up with decision-making exercises and solving career-related
problems. Complete exercises and review decision-making sequence of steps,
split group up into pairs and identify as many solutions as possible to a
given career problem.

Week 4

Discuss the interaction of affective and cognitive
processes and how this influences career decision-making.Summarize past 3 weeks.Pull out goals identified during week 1
and check off what was completed.Discuss where to go to from here.Closing statements.

Unemployed 20 Somethings:
Diversity – Latinos

Andrea Washburne

Week

Content

Multicultural Component

1

Meet at local library conference room.

Introduce group to concept of theory, discuss why meeting
and what to expect to gain from group, introduce each other and tell why in
group, discuss ethics/confidentiality.

Affirm racial differences - mine and theirs – and directly
ask what the impact of working in white society may be. This would be to
assess acculturation and to judge what goals for the group would be.

2

Take the SDS online at the local library and then meet in
conference room to discuss. Have alike members break into groups and talk
about results and then have them discuss in a larger group. Talk about how
traits can help with job search and why unsatisfied in

past and what want for future.

Talk about how cultural heritage has influenced personal
and past job decisions. Positively reinforce with examples of successful
Latino/a(s) such as the two Latina sisters recently elected to congress. Also
discuss where from and what the immigration experience was like.

3

Meet in the group and talk about how results impacted
their thinking for the week. Being unemployed for a lengthy time can cause
much negative self-talk. Hopefully the SDS results have helped with that and
given a new outlook. If not group talking about feelings about self during
job hunt will help create universality and inspire hope. Help persons to
realize that congruency between personality and environment are key to
satisfaction. After talking have persons look up careers of interest on
internet or in books.

Also have them look into Latin resources within the
community to help them access the network that exists. Give direct training
on networking and its benefits

4

Talk again about week any negative or positive thoughts
and what may have occurred. Move toward making a decision. Work on resumes or
applications for schools. Closure activity or if want to meet again that
would be fine and I would help to work out any decision or negative thinking
problems.

Encourage to come to individual counseling as many may
have been shy to appear weak within the group also have a Latin speaker to
come in to talk about specific issues.

PEC - High School
Students Not College Bound

Rosemarie Miller

WEEK 1

Counselor will go over the rules of the group session and
confidentiality and have each group member read and sign; identifying the
goals of counseling; getting to know each other; self-esteem assessment.

This will be a culturally diverse group.During introduction, each person will
identify his/her cultural background.

WEEK 2

Identifying interests and needs.

Strategy: a) Personal Career Development Profile
Assessment. b) Discuss the differences of needs among group because of
religious background, ethnicity, gender, or other cultural differences.c) Talk about how important it is that
personality, personal needs, cultural needs, and work environment match.

WEEK 3

Identify skills and abilities.

Strategy: a) Campbell Interest and Skills Survey.b) visit websites such as http://online.onetcenter.org
to identify jobs matching skills and abilities c) discuss skills required for
specific occupations and how to acquire those skills.

Strategy: a) how to prepare resume/cover letter (using web
resources) b) how to interview well (role-play). Modeling is very important
for learning proper strategies for successful job search.

WEEK 6

The next step and closure.

Strategy:a) have
group members prepare a written plan of their next step.

A CIP Career Group With a Multicultural Population of Women

Danielle Johnson

WEEK 1

Introduction of group members.Have each person share a little bit about themselves and what

brought them to the group.Have the group come up with some ground rules for sharing,
listening, etc.Also, discuss
confidentiality.Before the group
leaves, briefly discuss the purpose of the group and a give a brief outline
of the next weeks plan.

WEEK 2

Before starting the activity for the session, briefly
review the ground rules agreed upon by the group and also review
confidentiality.Discuss what it
means to have negative thoughts and have group members give examples of some
negative thoughts.We will then
discuss any cultural impacts on these thoughts.These maybe related to their culture (i.e.: race) or as women.
Have the group members take the CTI.For homework, the group members will complete a negative thought chart
during the week.The group leader
will supply the chart.Each member is
asked to write down any negative thoughts they have throughout the week and
complete the chart.Each member will
also consider any cultural implications that may be affecting their thoughts
or behaviors.The members should be
sure to include these in the chart and write down how the cultural
implications can be handled.

WEEK 3

Review the previous session.Go over results of CTI.What the results mean, how the members feel about the test/results,
etc.Discuss, as a group if they felt
there were any cultural biases and or any biases against women on the
CTI.Discuss the homework given and
have some, or all, group members share their charts from the week.Discuss ways to reframe negative thoughts,
either related to career or personal.Also discuss the cultural/sexual implications each member wrote about
on their chart.Encourage members to
continue using the chart if it helps them identify and

work through their negative thoughts.Homework for this week: have each group
member identify at least one negative thought over the next week and use a
strategy to try and reframe the negative thought into a positive one.

WEEK 4

Review the previous session.Each group member will share at least one experience he/she had
during the week concerning the homework.Encourage member interaction by linking members’ experiences and
asking others to give feedback.Although the group will be diverse culturally, encourage the members
to recognize similar thoughts and feelings.Even if the experience may be different, the emotions may be the
same.Discuss ways group members can
continue to work on their negative thoughts.Have each group member, and the leader, give closing statements.These closing statements can be how they
were affected by the group, did it help them, do they feel they can work on
reframing independently, etc.Encourage group members to seek individual counseling if they need
more guidance with their negative thoughts.

Gottfredson’s
Theory with a Domestic Violence Women's Group

Kristin Kushmider

Week 1

Introductions, counseling relationships, confidentiality
among group members and counselor. Begin discussion of self-concept

a.Create an introduction
game, could be career interest related (categorized by Holland types /
personality).

c.Begin discussion of
self concept and how gender, personality, SES, education, family, cultural
issues, religion etc. shape who we are and how we see ourselves.

Week 2

Continue discussion of self concept. Also begin images of
occupations and Cognitive maps.

Bring
in several magazines (cosmo, glamour, self, woman’s day, Ebony, Latina,
world news, Newsweek, family circle, also allow clients to bring their
own magazines, etc. ) and allow clients to make a collage about their
self image. Allow clients to present their collages.

Discuss
with clients images and stereotypes they have of certain occupations.

Discuss
cultural aspects of their choices and how culture can affect
decision-making (include family values, religion, stereotypes).

Take
Holland Type inventory and an inventory that is culturally inclusive
(based on the makeup of the group).

Week 3

Introduce Social Space

Group card sort of career interests and values, include
diversity cards in the card sort (religion, family values, cultural
stereotypes, etc. Discuss where client wants to be career wise, in society,
or community, with in their race / culture. Discuss acceptable, alternative
careers include careers that minority women may not consider due to
stereotypes and dysfunctional cognitive beliefs (CIP theory).

Week 4

Circumscription and compromise

Have
clients review their collages, Holland types and Card sort results. Have
group discussion about where client would like to be. Have group members
tell each other what careers they see each other in.

If /
then assignment. If you are unable to match up your values, Holland type,
environment and interests, what do you do?

Discuss
cultural and societal stereotypes in relation to the results of the
inventories, and group reactions. Discuss how culture and ethnicity have
affected job choice, current situation and future goals.

Also
discuss cultural awareness and stereotypes among the women themselves,
have them arrange a cultural awareness night as the final group meeting
and each woman can bring a dish, article of clothing or artifact from
her culture and explain how these things relate to their culture and how
their culture relates to their career beliefs.

I felt this was a good theory to work with this particular
population because it does include self-concept and images and women who have
been victims of domestic violence often are starting over. They are having to
learn about themselves, especially after leaving an abuser.

PEC Theory Career Group Counseling/Multicultural

Joanna Grant

The PEC theory would apply well with students enrolled in
the Student Support Services Program offered at most colleges.Most of the students in this program have
been identified as “at risk” and are predominately

African American and Hispanic.

Week 1

With a group of 10-12 students, begin the session with
introductions.A name tag activity
would

be a great way to have students introduce themselves. Have
students create a nametag by cutting out pictures that represent their
personality, family, culture, and life experience, and paste on index cards.
Review confidentiality guide lines, and introduce the topic of “Diversity in
the Work Place”.The goal is to have
students acknowledge differences with in groups, and with individuals.

Week 2

Begin this session by acknowledging the cultural diversity
within the group.Define terms and

allow students to talk about their culture, by pairing up
with some one else of a different culture would be a good way to start, and
then share with the group.List on
chart paper for the group to view.Begin to move the topic into the work force by asking “how might one’s
culture or diversity impact the work environment?”Consider a guest speaker to come and speak to the group about
this issue, an African American or Hispanic supervisor of a large department
that employs a diverse

group of people would be a good choice.

Week 3

The goal of this session will be to have students identify
what their personal and work values are.Have some open discussion on how their own culture may have influenced
these values and how culture plays an important role in work related values.Consider card sorts to help identify and
prioritize values, have students work with a partner allowing for small group
discussion.

Week 4

By this last session, students have already identified
their occupation of interest and have done

some research on their own.Students at this point are determining if their chosen work
environment is a good match for them.Have students list some challenges that they may encounter in their
chosen work environment as it relates to their own culture, such as employer’s
attitude or stereotyping.Have
students do some problem solving to find solutions to challenges.

Career Group for High School Hispanic Females based on
Holland’s Theory

Renee Jackson

Week 1

Introduction Assessment of Personality Type

Students will complete the SDS online to determine their
personality types. Counselor will provide interpretation of the results.Students will break into small groups to
discuss their results.Counselor will
initiate a

group discussion regarding the role their Hispanic culture
might play in their future careers.Discussion will center on family, traditions, language, religion, and
stereotypes.

Week 2

Exploration of environments

Students will break into 6 small groups and be

provided with information on one of the personality styles
and it's corresponding occupational environment. The students will be
provided with markers, poster board, and overheads and will develop a short
presentation for their classmates on their assigned subject.Students will be asked to provide an
example of how their Hispanic heritage might affect a career choice in a
particular environment.

Weeks 3 and 4

Occupational exploration

Guest speakers from various careers within the 6 types
will visit the class and share information regarding their career.Students will be provided with handouts
with information regarding the careers. Counselor will locate successful
Hispanic females to serve as guest speakers.

Week 5

Career planning and closure

Students will identify three careers they are interested
in and create a plan for learning more about the career. Students will be
provided with resources to research careers in the library and online.Students will practice researching careers
online.

Holland’s Theory
With High School Students

Shawn Marinello

Week 1

Introduction of people in the group.Talk about confidentially in the
group.Also discuss the

philosophy of the theory.Explain how people search for corresponding environments, and that
there are 6 personality types. At the beginning of the session each student
will be given a piece of paper.On
this piece of paper there will be an informational profile of a person who is
a minority.The paper will have
information about where they are from, what their families are like, and what
their interests are.The student will
take on this persona as they research through Holland’s personality
types.The goal is for the student to
be able to walk in the “shoes” of a minority student.The students will research some
information on the cultural history of the minority persona they have.

Week 2

Begin by discussing what they had learned from their
research. After that I will explain the personality types.Go over what each letter means and what
type of personalities that go with each letter.I will bring in a sample SDS and go over the results.Ask the students in the group what type of
personality they think their person would be. Homework- Take SDS an bring in
results for next session.

Week 3

Will begin by reviewing the students SDS reports.After we have discussed the reports the
students will choose 2 jobs under their highest personality type.As a group we will discuss why they have
chosen this job.Homework-Go to the
OOH website and learn more about their 2 jobs.

Week 4

The students will bring in their information that they
found on the website.After we have
gone through these sessions we will discuss what they learned from the
process.We will discuss how their
search would have differed if they would have searched as a Caucasian.We will then have an open discussion of
what they have learned from the group work.

Williamson’s Six
Stage theory for Asian Women Entering the Work Place for the First Time

DiLee Sherred

Week 1

Analysis

This would be an important time to help them understand
the value of counseling and to assist them in feeling comfortable with the
process and to alleviate any fears they may have. Clients will fill out
intake form, go over confidentiality rules for the group, and rules to be
followed for sessions. Each client will have a folder to put any written
activities done throughout the sessions.

Week 2

Synthesis

This second session will be devoted to determining level
of assimilation of the women in relation to values, beliefs, and traditions
from their culture. The activity of writing down a strength and weakness
would perhaps have to be done as a group, to enable them to feel comfortable
in knowing they all do have strengths and weaknesses. As others listen to
what strengths and weaknesses they have, hopefully, they would begin to feel
comfortable about their own and be able to write them on paper.They will place this in their folder,
along with how they felt about sharing.They may also include other strengths and/or weaknesses they did not
share or thought of.

Week 3

Diagnosis

Discussion will include what kind of obstacles they have
had to deal with when doing everyday activities such as shopping or banking.
Discussion for ways they were able to overcome or deal with the obstacle
would be a follow-up. Clients will write down all the obstacles that they
feel might hinder their ability to obtain a job.They will share with the group and the group will give feedback
about different ways to overcome these obstacles.

Week 4

Prognosis

I would do this step the same as listed:Clients will be put in groups of two or
three that have strengths that overcome another’s weakness.Clients will share how they have overcome
that weakness through using their strength.Each client will write at least two goals for each weakness and how
they can overcome it.

Week 5

Counseling

Group discussion for suggestions of skills that they
realize they have acquired by simply being a mother and housewife.These would be written on an overhead or
blackboard.They will then look at
the list and write down all the job skills that they currently have.These will be shared with the group and
they may add to their list as they think of others or hear someone share a
skill that they did not think of.

Week 6

Counseling cont.

I would have role-playing of how to interview, practicing
entering the room, proper eye contact, asking and answering potential
questions.Clients will prepare
resume that lists skills they have and begin to focus on career/job that is
suited to those skills.Share resume
with partner and critique each other’s.Make plans to go on at least three interviews during the week.

Week 7

Follow-up

Clients will report back what happened at the interviews –
did they obtain employment?Revise
resume` if needed.Practice
interviews if needed.Clients will
look over documentation that they have included in their folders and observed
the successes that they have.If the
client does not become employed they would be directed where to go for
additional training to secure transferable skills.Clients can take folders and use the contents to reinforce the
progress they have made or create new goals.

Targeted
Population:

Adult high school
students who have been recently unsuccessful obtaining or maintaining
employment.SOME MEMBERS OF THE GROUP
ARE RECENT IMIGRANTS to the area from Haiti.

Sheri Murphy

Week 1

Introduction of myself and others, go over
confidentiality, establish procedures/rules for working within the group
setting, identify purpose for group/overall goal(s), icebreaker.

The introduction, confidentiality, and icebreaker will
require written and oral information in Creole and French for members of the
group whose primary language is not English.I will contact community members who work with Haitian families and
try and recruit a volunteer to assist in our group experience by helping
translate materials and interpret.

Week 2

Explain the PEC model and how it will be

applied to the group in order to explore individual needs,
work reinforcers, abilities, satisfactoriness, tenure, termination/quitting
jobs due to lack of fit, the need for flexibility and change, and most
importantly - self-

awareness.

For my Haitian members, I will spend additional time
identifying transferable skills from Haiti, family responsibilities here and
back in Haiti, language barriers, religious issues, etc.It is important that I take into
consideration the additional stressors/requirements that these members of the
group may have because of their immigrant status.Issues surrounding resident status, financial
expectations/burdens, etc. must be considered.Not to generalize, but I must determine if there are any
medical conditions that must be addressed that may

impact occupational goals.For example, HIV is rampant in Haiti and should they (or
members of their families) require services I could assist and connecting
them with treatment.To discuss this
matter within the group setting would not be appropriate so I would need to
discuss this matter individually and in private.

Members will complete a map of their last 3 jobs,
including things that worked for them, and things that they were not
compatible with.For example:The pay was good, but my hours conflicted
with my religious beliefs/ability to attend mosque. This activity would be
assisted by my volunteer or I would need to get a French-English dictionary
and try and wing it. After completing map, we will discuss maps by
rounding.Members will complete
sentences as presented by leader in order to focus specifically on what needs
they have

and how to determine what a good environmental fit could
be.For example:What is most important to you about your
job?Answer might be:I need to make enough money to pay my
bills, but I hate not working with other people.My past job was as a toll collector on the Veteran’s
Expressway.They money was ok, but I
never worked with anyone.I was all
alone for hours. Session will conclude by having each members write down
their top 5 reinforcers.If writing
is not feasible, an oral report would do.

Week 3

We will briefly review what was not working for them at
their last job(s) based upon the information we explored in week 2.We will identify our current abilities and
begin looking for jobs that fit our abilities and priority reinforcers. Each
member of the group will complete the Motivated Skills Card Sort and

Matrix Sheet in order to identify transferable skills,
level of motivation to use these skills, and identify skills you believe will
be most useful to you in your career development/job search. Group will
discuss results briefly and look for patterns in information.

These materials may need to be translated so our Haitian
members can work with them.They may
also need help completing activities as they are in English.

Week 4

We will review from last week, making sure

everyone is aware of their most valued reinforcers, their
skills, and what they are not looking for in a job.I will use the diagram of the PEC model again to go over where
we have been, where we are going, etc. Discussion of satisfaction and
satisfactoriness, preventing failure by being aware of job requirements

and how they may/may not be able to fit with individual
needs.

Job exploration:Members of the group will take a trip to the career development office
at either a

vocational/trade school, junior college, or USF and

research jobs that they are interested in.They will

match their individual needs/reinforcers with

occupations they are interested in.They will need to determine if they have
skills necessary to obtain a career, along with determining areas for

growth/additional development.Haitian members will most likely require a translator to go
with them.I think that there are
agencies in the community that will help immigrants further and perhaps going
with them to meet with said agencies might be better than visiting the career
center.However, if the immigrants
are able

to navigate independently because of having a higher
educational background, such as college, they could handle this trip like
everyone else. Remind group of termination next week.

Week 5

Wrap up group by reviewing what we have

accomplished, our successes in exploring

person-environment correspondence, and determining what
steps are left to take in each individual’s quest for a better job fit.

Each member will complete a directional

“to do” list that summarizes their skills, their needs,
their interests, and areas they will continue to develop.Members will identify their next two steps
and share them with the group. I will close by stating that they can seek
follow-up assistance as needed. Haitian members will need additional help
establishing connections in the community that can assist them further.

A Trait &
Factor/PEC Approach with Non-College Bound High School Students

Kelly Roberts

Week 1

Client-counselor relationship, background information. I
would first have introductions, then

discuss expectations for the
group from myself and from the members of the group to establish a
collaborative relationship. I would gain background information using an
intake interview in a roundtable format. During this discussion, I will be
able to ascertain various personality types and emotional status and
cognitive clarity of the members.

Week 2/3

During these sessions, I will be
explaining the use of and introducing various assessment tools that we will
use. I will also be assessing the group members using a variety of
inventories. First, I will administer the GATB (General Aptitude Test
Battery) to attempt to pinpoint specific abilities of the students. I would
also administer the SDS (Self-Directed Search) to assist students in finding
out about careers that may match their interests and abilities.

Week 4

We will use this session to
review the test results of the members and discuss their feelings and
opinions about their results. At this time, I will be able to identify any
students who may be having serious emotional problems or dysfunctional
thinking. Those students will be asked to see me for more personal evaluation
or referred as needed.

Week 5

At this time, students will be
given a values assessment, such as the MIQ (Minnesota Importance
Questionnaire), in order to createa
Person-Environment-Fit Analysis. This will help students choose the best
career for them.

Week 6

Review PEF Analysis and begin
exploring potential work environments, which may include accepting a
volunteer or internship-like position or actually working part-time for wages
within that career field.

**The continuation of this process will be individual as
students make decisions about their careers and we

continue with follow-up to evaluate progress.

*** To make this group more culture-friendly, I might check
all of the inventories, etc. for cultural/racial

bias. I would also consider culture when creating the group,
as some (esp. Asian) do not feel comfortable

sharing their personal problems with an entire group of
people. Something else that may come into play is the

decision-making process. Some cultures rely on the entire
family to help make one member’s decisions about

work, school, and marriage.

PEC with identified G/L/B high school students

Kathleen Robinson

Week 1

Introductions, confidentiality,
make group rules, discuss sexual identity status and the possible

impact on career choice, and
begin career journals with initial ideas of possible careers

Week 2

Introduce and explain career needs. Have students complete
reinforcement card sort. Once

reinforcers are identified, brainstorm what work
environments might fulfill these needs. Discuss how

identity status has affected needs. Talk about the impact
of being out vs. not being out at work. Have

students think about whether or not being out at work will
be a requirement for them in their careers. Put all information into career
journal.

Week 3

Use Choices to identify values and needs. Generate
possible careers. Discuss if students think

G/L/B status would fit into job environments. Write all
information in career journals.

Week 4

Have students identify strengths
and weaknesses. Use card sort after students make initial list. Have students
think of careers that would utilize their strengths and brainstorm ideas on
how they can improve any weak areas they may have an interest in. Discuss how
G/L/B status would impact work environment. Make lists and put into journals.

Week 5

Use information in journals to
identify patterns that have developed. Provide information for further
research on possible careers. Give students information on 2 books:
"Cracking the Corporate Closet" by Baker, Strub, & Henning,
1995 and "The 100 Best Companies for Gay Men and Lesbians" by
Mickens, 1994. Encourage students to continue using their journals. Close
with discussion of what students have learned in group and what role they
think their sexual identity will have on their careers. Assure students I
will be there if they need any more help.

Brown’s Values
Based, Holistic theory with Hispanic Female College Students

Kimberley Ghezzi

Week 1

Introductions, confidentiality, ground rules

Confidentiality is discussed in depth but members are made
aware that they are welcomed to discuss the group with their families as long
as they respect the anonymity of the other group members. The structure of
the group is relaxed and friendly.

Week 2

Self-knowledge- What do I value?

Cultural values and family roles are discussed.

Strategy: Values Assessment. A balance between
individuation and collectivism is provided. Appropriate assessments will be
chosen for Hispanic females.

Week 3

Prioritize values- What values are most important to me?

Explore cultural conflicts. Discuss preferred career
environments

Strategy: values card sort. Written in English and Spanish
for increased comprehension.

Week 4

Exploring life roles- Do my values fit with my personal
& professional life?

Traditional family roles versus professional interests.
Personal and family attitudes toward work

Strategy: Discuss and chart values congruence with current
life roles

Week 5

Research Occupations

What occupations support my values? Increase career
maturity Develop realistic career beliefs. Provide a variety of career
information including nontraditional careers Provide
a list of

Hispanic female professionals to shadow

Strategy: Internet research followed by job shadowing.

Week 6

Planning next steps and closure

How do I do a values-based career search? Incorporate familial and environmental
factors into career decision-making. Provide strategies and tips for
assertiveness in interviewing.

CIP Approach With Culturally Diverse Middle School Classroom Guidance

Theresa Gontarek

Group Goal:For each
student to learn and apply the CASVE cycle with an increase in self knowledge
including values based on self, family, religion and ethnic background.

Week 1

Introductions, Confidentiality, Ground Rules

Drawing Activity:Divide page into three parts, on first part draw what career you first
wanted to be as a child, third part draw what career you would like to pursue
as of now, and in the middle write out the course of action you need to take
to get to your future career, i.e. (job, jr.college, vocational school etc.)
After the group, I would ask each student to take their activity home and
share with their family.On the back
of the activity I would ask the student to interview, parents and
grandparents if possible, to

discuss their careers and the career path they took.
Students will share their family findings during the next session.

Week 2

Self Knowledge

There will be learning centers set up so that each student
can participate,One center will be
an interest inventory, second center will be a values card sort that includes
a variety of cultures,

third center will be a perception vs. fact activity, and
fourth table will be a game of memory. The memory game will show pictures of
people from several cultures to increase awareness among the students.Each group will have 15 minutes to do
each activity. At the end of the session, students will do a pulling it
together sheet that will allow them to view their values, interests and

knowledge.Part of
the sheet will allow students to discuss familial influences.

Week 3

Occupational Knowledge

Each group will have occupation cards and will practice
sorting jobs into several categories. For example, commonalities,

educational requirements, rank by salaries, matching

emotions towards occupations,ability, cultural values

and expectations.

Week 4

Introduce CASVE Cycle

Divide class into 5 groups, have each group define a part
of the CASVE cycle and come up with examples of their part.

Week 5

CASVE continued

Each group will share their definition and examples of the
CASVE cycle.As a class they will
receive a scenario and make a decision using the CASVE cycle. Each group will
have a scenario that has a person from a different culture or a person with a
disability. Scenarios, difference in cultures and ability levels will be
compared and contrasted.

Week 6

Decision Making Lesson

Give several scenarios and have group debate a
decision.Label scenarios that were
easily decided on and ones that were indecisive. Have students discuss why
there be different decisions made by different people.

Week 7

Culminating Activity

Go back to original pictures from Week 1, discuss what
thoughts may have changed about themselves, what occupations may relate to
the first one they picked, Use CASVE cycle to make decisions about their
career plan and discuss in small groups.

Person-Environment
Correspondence Model With High School Students With Learning Disabilities

Farah Remarais

Week 1

Introductions, confidentiality
and purpose of group.

Week 2

Identification of needs

Strategy: card sort to identify work values. To ensure
that all the students are able to correctly do the card sort, some students
might work in group where one member is reading the cards to the other
member.

Week 3

Identification of abilities

Strategy: What are my strengths and weaknesses?

Week 4

Matching of careers with
abilities

Strategy: research and exploration of potential careers.
The

students would also identify
their strengths and different ways that they have learned to overcome their
disabilities.

Week 5

Planning and closure

Strategy: making plans for shadowing and individual
follow-up with counselor. I would have the students shadow individuals who
have learning disabilities.

PEC Model With
Middle School Students

Laura Eliason

This group model would consist of
eight middle school students. I would be discussing the world of work and

letting each student assess their own career needs and
wants. The group will be multicultural and consist of

white students, black students, and Hispanic students.

Week 1

Introduction, confidentiality, and ground rules.

Students will get to share their dreams job and why they
would like to be that job. Career journals will start, students will be given
time to write in them.

Week 2

Student's strengths

We will discuss each student's strengths and how we
acquired these strengths (through our families, heritage) each student will
write in their journal why their strengths are so important to find a career.
we will discuss as a group how each strength will be valuable in a career.

Week 3

Student's abilities

We will discuss the differences between strengths and
abilities and then go into abilities of each student. How did each student

acquire these abilities- (parenting styles, families,
heritage, values). Each student will get to write in their journal about
their abilities and how they can help get a job. Then group discussion on how
each ability will lead to a career and what careers need each ability.

Week 4

Combination of strengths and abilities.

Each student will make a collage of their strengths and
abilities, using words, pictures and phrases. Then group discussion will be
on brainstorming all possible careers to match each collage. Students will be
given time to write in journals about group experience. Students will
research possible careers and educational requirements for their desired
careers and then will present two careers to the group.

Week 5

Wrap up and closing activity

Students will wrap up group experience by sharing their
cultural background or family traditions and how they play a role in career
development. (example- Hispanic girl might bring in dance costume to show the
group her heritage in cultural dancing, or a white girl might bring in
homemade goods to share with the group that all the women in her family marry
young and stay at home to raise children and pass down secret family recipes)

Each member will get a chance to discuss share item and
then discuss each one- finally each member will get to write in the other's
journal to show their support of their dream career or to share some thoughts
on the group experience.

I will exit interview each student and let them know how
to get a hold of me if the need further assistance.

Williamson’s
Approach with Native American Clients

Deborah Kahen

Week 1

Introductions, confidentialities, ground rules.

Analysis:Data
gathering stage:

Strategy:Have
participants fill out a questionnaire to determine how immersed they are in
their culture.

Week 2

Synthesis Strengths/Weaknesses

Uncover mistaken thinking by participants and values they
hold that might or might not be consistent with their

culture.

Strategy:Include
in this week's group Native American role models.

Week 3

Diagnosis

Identify Problem, discover its causes: Make participants
aware of various career opportunities that they might not even know
exist.

Strategy:Give
each participant a list of nontraditional careers, and have them research
these careers on the internet.

Week 4

Prognosis

How successful will the client be? Encourage clients to
maintain the positive aspects of their personalities that are related to
their culture, while slightly changing habits that might be culturally

acceptable, but obstacles to career development.

Strategy:Have
clients take the SDS on the computer, then discuss their codes as a
group.Focus on how their scores
reflect how they see themselves. At this point, if necessary, set up private
counseling sessions with clients that need it.

PEC With
Asian-American college students

Evangelia Chalkias

Week 1

Introductions, purpose of the
group, discuss and record group rules.

Focus on within-group differences. All members of the
group should not be clumped together; for instance, a Chinese-American
woman's cultural background may be different from that of a Japanese-American
woman's cultural background.

Week 2

Explore values

Strategy:values
card sort/ checklist, prioritization sheet

Many Asian-Americans place high value on religious
traditions; if this is true within the group, allow members to share their
individual traditions.Religion may
affect their view of career counseling and mental health in general.

Week 3

Explore abilities

Strategy:formulate individual strengths/weaknesses

This activity should promote self-expression, something
that may be difficult for the group.The Asian-American stereotype is that of a "model minority."
In other words, successful and hardworking.Seeking counseling is often frowned upon; very important to
normalize.How have these stereotypes
impacted career goals?

Week 4

Identify congruence

Strategy:look for
a match between individual traits and potential careers through web-based
resources and other relevant literature

Direct, confrontational career counseling should probably
be avoided here.The counselor must
communicate the importance of congruence in a sensitive manner.Collaboration is necessary.

Getting to know our selves, our needs and desires- in this
step I might include getting to know our families so that members can tell
about their values and the role family has to play in that.

Week 3

Understanding how our needs relate to our career choices
for optimal happiness and career success. I would include discussion of
family influence and values.

Week 4

Card Sort that matches person and environment.
Highlighting abilities as well as discussing weaknesses. Here I would address
cultural challenges like discrimination and stereotypes. We would take about
ways to create a more culture friendly environment.

Week 5

Planning for the future and closure

Williamson’s Approach With High
School Girls

Christina Day

Week 1

Analysis

This would include going over confidentiality,
introduction to our group, and laying

out some ground rules.In addition, I would stress that this is a data gathering stage.I would have them fill out some brief
information sheets.One thing that we
might do is the TP game--which allows them to share information about
themselves.*This would be an
opportune time to point out the uniqueness of each individual girl, not only
from what she says as she introduces herself, but how she says it and then
discuss

what makes her unique.We would begin to want to discover exactly where each girl is coming
from, which is what helps to make her a unique individual.

Week 2

Synthesis

The purpose here is to identify their strengths and
weaknesses.I would have this in a

computer lab where they would have access to take some CACGS's
to explore their personality and career interests.They would then read through suggested careers to follow and/or
avoid.*I think at this point it
would be helpful to introduce to the girls, even to each one individually, at
least one role model from their field of interest (and then have each girl
read upon that person).I would want
to stress that they are

encouraged to "think outside the box"--to not
let the fact that they are girls limit their options.

Week 3

Diagnosis

I would want them to identify the problem and discover its
causes, if there is even a

problem at all.I
would have them share with the class some of their thoughts about the test
they took the previous week and then as a group, we would highlight

various possibilities that could come out of this.They would hopefully have time to research
this on the internet for possible connections for these careers.*This might be a good opportunity to form
some career planning workshops for the community which would address the
needs of other girls such as these.I
would encourage those in the group already to continue to research their
intended paths, and to return to me as

needed.

Week 4

Prognosis

This helps to determine how successful a client will
be.Students will be encouraged to interview
(or at least research in depth) someone from their potential field of
work.They will need to weigh the
pros and cons of that job.*Driving
this even closer to home, the girls can interview culturally similar people
within the community who are doing what they are intending to do someday (or
someone similar at least).

Week 5

Counseling

This deals with peer counseling, as they will share what
they learned from their interviews with one other person and then together
they can discuss possible next steps.The counselor will be among the students during this time. *Students
will again be encourage to discuss ways that they can make things happen for
them.Using group interventions is
helpful for cultural counseling.

Week 6

Follow-up

As a group, we will go over some of their intended courses
of action (for school, college, and/or career). *Students will be presented
with short term goals as well as be given the opportunity to relate their
current situation with some long-term goals.

It is important to maintain that they are each individuals
with something unique to offer.The
fact that they are all female, also makes the nature of this group unique.

All of the (*) indicates some ways to additionally help to
meet the needs of multicultural students by offering various interventions.

Holland's Approach With African Americans

Nicole Sims

More research needs to be done with
Holland's Types on African Americans and congruence.African Americans may also have experienced restricted work
options.

Week 1

Introduction of Holland's Theory,

Confidentiality, Ground Rules.

We will begin to discuss how participants view career
counseling and career development.

Week 2

Self-exploration through modal personality style
assessment

Strategy: play party game/ have students guess type
complete SDS online. Because minority students may have less experience with
computers, I will allow more time to assist students if they need assistance
in doing the assessment. In addition we will discuss the client world view and
degree of

acculturation.

Week 3

Review SDS results

Strategy: review each individual type have students
complete the type quilt and share quilt square with group. In this session we
will also explore participants experiences with racism and discuss how their
experiences may have affected their Holland's type.

Week 4

Orientation to the Dictionary of Occupational Titles

Strategy: Show students how to look up occupations in
DOT.Have students each research one
occupational they liked from their SDS results and then give a small oral
report to group about that occupation.Students will also look at demographics in job, and how being a
minority could effect job outlook.We
will discuss how certain characteristics could be considered

a weakness or strength in career development. We’ll
discuss what jobs participants feel restricted from due to diversity.

Week 5

Handout Career Resources/ Closure

Strategy: Give students web addresses and other career
resources which will help to aid them in the job search. I will also give
special resources to help aide minorities in their

career development.

Brown's Values-Based Model with At-Risk 6-8th
Graders

Debra Davies

Group: Small groups (4-5) or a class broken up into smaller
groups, 6-8th grade. Small groups can be

students identified as being “at risk” for dropping out or
failing for the second time. Each student will be

given a journal to write down their thoughts and
information.

Week 1

Introduction, confidentiality rules, ground rules for
participating.

Strategy: Have students fill out Intake Form and turn in
to counselor. **Discuss how family/cultural backgrounds can influence peoples
of “values.”** Have students write what their definition of a “value” is and
share it with their group. Then have each group (if done in a class) share
with the rest of the class.

Homework: Each student is to list their top 5 values and
obtain from at least one of their parents their top 5 values.

Week 2

Values prioritization.

Strategy: Have students do a values card sort as a group
(**make sure that there are a wide variety of values to cover different
cultures**). They will need to discuss their reasoning (this forces the
student to look at his/her values **and how their culture might be a factor**
as well as opens their mind to other possibilities). They will choose the top
5-10 values and rank them. They will then discuss whether genetics or
environment played a role in shaping that value.

Homework: Prioritize their values that they wrote down
(they may decide that their values need changing after this activity and that
is ok).

Week 3

Life Satisfaction

Strategy: Students are to describe their “dream” job. They
will list the good and bad parts of this job. Then they will look at their
values list and determine if the job will meet their list of values. The
group will brainstorm other possibilities that would fulfill most

or all of the values.

Homework: Students will be given a list of websites and
asked to find information on the

jobs that have beenbrainstormed. Interviewing people already in those fields would also
be acceptable.

**Students would look for examples of people from their

culture doing those jobs.**

Week 4

Role Salience

Strategy: After gathering the information, the group will
look at the information to see if their values would be satisfied by that
job. Discuss which of their values they might be willing to sacrifice in
order to do a job. Discuss which values they would NOT sacrifice and why.
**Does their culture have anything to do with their decisions? This could
lead to a discussion of the

importance of culture.** Brainstorm ideas of what to do if
the job does not match the value.

Homework: Students are to create a list of steps they can
take to prepare themselves for a job that matches their values.

Week 5

Closure

Strategy: Students will discuss their plans, looking for
ways to improve their plan and possible problem areas (maintaining an A
average may be too hard for some students). Students will determine ways of
obtaining help if they cannot stick with their plan. Counselor to emphasize
that he/she is here to help at any time.

Ginzberg and
Associate’s Developmental Theory with early high school students (9th
graders)

Ellen Miller

(Tentative Stage: recognition of interests, work
possibilities and requirements, abilities, work rewards, values, and time
perspectives.)

Week 1

Introductions, confidentiality, ground rules:

Brainstorm list of career fields (not specific jobs within
fields; i.e. medical, construction, arts, education, political) Group members
will be given several sources to use during the week to research some of the
options in areas that they deemed seemed interesting from the brainstorming
activity. I would encourage them to come with lists under a major category,
divided into four columns of information:1. job titles, 2. training required, 3. income expected, and 4. type
of workplace.Have posted in room
pictures of various occupations with diverse populations performing them.
Just as a visual, not necessarily used as part of any particular weekly
session.

Week 2

Exploring Careers

Students will share the results of their research and the
group will brainstorm careers again using the results. The new list can
consist of additions under the general headings (for medical we may want to
add chiropractor and x-ray technician). Also the new list can be new ideas
people have thought of or run across over the course of the week. Same
assignment will be given for the following week. In addition students will be
guided to begin thinking about what is important to them in a job.

Week 3

Self-knowledge

Individual card sorts including leisure activities,
crafts, academics, food, automobiles, church/synagogue, family events, etc.
(Make certain this card sort includes a wide variety of people, culture,
disabilities, race, gender) Group members would then share how and why they
chose the cards they chose to be representative of them. This will open
discussion and hopefully reveal the tendency to choose from sex-type and
other influences, allowing them to use more freedom of choice. Also a time to
point out that career choice might want to lean towards an interest to make
life more pleasant. Group will conclude with each individual generating a
list of interests they have. During discussion of tendencies of people to
stick to what society sees as appropriate roles, a brief introduction of how
and why this should not be happening. Why we need not decide on a career based
on how we see it (as male/female/race/class).

Week 4

Value Identification

Group will report back with more career opportunities and
share. Then using The ValuesScale by Consulting Psychologists
Press, each member will schedule a time to come by individually to learn what
the meaning of the results were.

Week 5

Closure

(This will be closure only to research and activity now
that the speakers are scheduled and a question and answer session has been
added.)

The final meeting will be used to share what has been
learned, and for open discussion about careers and what they can/need to do
over the next three years as high school students to continue discovering
more about the work force and where they would like tohead.

Week 6

Bringing in a More Comprehensive View

I would have a panel of speakers come to the group session
to speak very briefly about their job and then all of them would be available
to answer questions. This panel would be specifically selected using two
criteria. First, the professions of job speakers would be determined by the
interest level of individual groups (so the same speakers wouldn’t come each
time). Second, the speakers would be racially diverse, disabled, and unusual
genders. Meaning a variety of people from various cultures, as well as
physically and mentally handicapped workers, and men filling typically women
jobs, women in typically male jobs.